Twenty-sixth International Conference on Learning

Abstract

This research aims to explore the patterns of scientific argumentation in science classrooms in the Thai context. Eight science classrooms in Khon Kaen province, Thailand, were observed and video-tape recorded in order to find out what patterns of scientific argumentation occurred. The teacher-student and student-student discourses and informal interview were interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that there was a lack of quality pattern of scientific argumentation in these science classrooms. There was a lack of quality Warrants, Qualifiers and Backing This finding urges for a teaching and learning strategy to promote students’ quality scientific argumentation. The implications from this study regarding pedagogy and teacher training is finally discussed.